Part of the Trailmarks of Liberty Series (Prepared by Law in American Society).

Houghton Mifflin Co., Hopewell-Pennington Road, Hopewell, N.J. 08525 Note: Appropriate for courses in government, U.S. history, law, and current problems. Can be used as a supplement or a major text.

Description and evaluation. These two very similar books present several dozen actual court cases and relevant historical background dealing for the most part with the rights of the individual. As presented, each case is approximately one half to two pages in length, with the actual court decisions being reprinted in a separate book. This enables students to argue the cases before learning how they were actually decided. Since the policy concerns of the opposing sides are included in the text, students will not have an opportunity to work them out for themselves. They will, however, learn from making the policy choices that judges make. The case studies enable students to learn to examine facts in a legal dispute, to see how the U.S. Constitution and laws would be applied by the opposing sides to a dispute, and to find out what legal considerations determine the judgment in a case.

The cases included in these books are interesting because they either involve policy dilemmas or outrageous lower court decisions. In the latter category, for example, is the Gault case, involving a lower court decision holding that juvenile offenders are not entitled to legal counsel, which was subsequently reversed by the U.S. Supreme Court.

In the "Trailmarks" series, discussion questions break the case studies down issue by issue. They are preceded by hypothetical situations showing the relevance of the issues for young people. Mock trial procedures are described and a sample script is provided to indicate how to run such trials. Most of the cases deal with criminal and constitutional law matters, which should enable students to learn about their rights and gain insights into the processes through which these rights are protected. The materials included in this series were trial-taught and modified in the light of that experience.

All in all, these books provide material on human rights issues which will allow students to learn through the excitement of controversy, practice in role playing, and opportunities for pitting one policy concern against another. But teachers may want to add some international human rights material to avoid reinforcing students' impression that only the U.S. seeks to protect individual rights.

3. Dissent and Protest (paperback); 1974; 150 pages. David C. Naylor

Hayden American Values Series, Jack Nelson, editor.

Hayden Book Co., 50 Essex St., Rochelle Park, N.J. 07662.

Note: Grades 10 12. The reading level is quite difficult because of the vocabulary and because of what it requires the student to remember as he

reads. Appropriate for U.S. history, sociology, and current affairs courses. See Section El for the teaching procedure employed in this book. Description and evaluation. This book achieves a balance between politically "safe" superficiality and a radicalism that might threaten a teacher's job. The materials presented include personal stories (e.g., that of Rosa Parks who sparked the Montgomery bus boycott) and narratives of historical events (e.g., the dissent displayed by American colonists against their homelands). The author is critical of dissent for dissent's sake and dissent resulting from personal immaturity. Court cases in which dissent might be restricted are presented and provide role playing possibilities. Surveys concerning the attitudes of people toward various forms of dissent are also included.

This book is interesting because of the dilemmas it raises (e.g., obedience versus conscience) and because of its dramatic presentations of injustices. The book assumes that students can decide what is wrong in society and consider which problems merit dissent. Famous precedents for dissent are described and limits for excessive dissent are proposed. This book will probably succeed in convincing students that dissent has a place in our society and should help them develop criteria for its use. The teacher may wish to add material on strategies for dissent.

4. The Rights of Women (paperback) $2.36; 1974; 136 pages. Sylvia Feldman

Hayden American Values Series, Jack Nelson, editor.

Hayden Book Co., 50 Essex St., Rochelle Park, N.J. 07662.

Note: Senior high school level. Appropriate for U.S. history, sociology, and women's studies courses. In history courses the book could be used to deal with the struggle for women's rights and with human rights in general. Definition and evaluation. This book begins with three personalized accounts of women in crises situations and five pages of narrative history. It deals with the status of women, discusses some aspects of the development of sex roles during childhood, and provides information concerning salary discrimination.

The Rights of Women stands on its own as information and because of the "shock effect" it will have on kids. The book tries to raise students' consciousness as well as develop in them a sense of shame regarding the denial of women's rights. It contains fascinating facts (e.g., heavier penalties tend to be given to female criminal offenders than to males committing the same crimes), and assumes that its readers are mature individuals. Suggestions for social action for school reform are presented in the activities section. The teacher may want to supplement the discussion questions and add current international material on women's rights.

IV. SELECTING AND COMBINING THE MATERIALS

Which of the materials reviewed above seem best for various purposes? How might these materials be organized if more than one is used, particularly

so that they may best be tailored to students' interests and levels of development? In dealing with these questions little attention will be paid to the grade-level labels attached to the materials, since many of them could be used at levels other than those for which they are recommended. This is an issue to be resolved by reference to the perceived needs of individual teachers.

Teachers who favor emphasizing projects for individual students would find it useful to obtain all or many of the materials reviewed here and to have students use them as reference materials. The teacher could, of course, also use them to package their own choice of curriculum or enrichment activities.

Teachers responsible for courses or units which do not explicitly deal with the four principal subjects of the UNESCO Recommendation may wish to select a more general text that addresses a wider range of topics. For example, Oliver & Newmann's Public Issues Series/Harvard Social Studies Project covers U.S. history and interdisciplinary concerns; Weitzman & Gross' The Human Experience and Massialas & Zevin's Simulating Social Conflict cover world history and interdisciplinary concerns. McKeown's World Studies Inquiry Series focuses on world history and intercultural studies.

The three sets of materials that cover all the topics suggested by the UNESCO Recommendation, Stanford, Peacemaking: A Guide to Conflict Resolution for Individuals, Groups, and Nations, Oliver & Newmann, Public Issues Series/Harvard Social Studies Project, and Fraenkel & Metcalf, Peacekeeping, are close to adequate in themselves and would simplify the choice. Each has a substantive and a pedagogic integrity that would be hard to match by experimenting with a patchwork of several materials. My own personal preference for a source on each of the topics of the UNESCO Recommendation would be Weitzman & Gross' The Human Experience for intercultural understanding or, for a shorter treatment, Fersh's Learning about Peoples and Cultures. For international cooperation, my preference would be Patterns of Human Conflict or Organizations among Nations and Diplomacy and International Law from the Oliver-Newmann series. My choice for dealing with peace issues would be Stanford's Peacemaking: A Guide to Conflict Resolution for Individuals, Groups, and Nations. The best curriculum on human rights issues is The Struggle for Human Rights (Fraenkel & Metcalf series).

It is also possible to organize these materials according to developmental stages. Junior high school students, for example, are particularly concerned with relating to friends and relatives. Help with this topic can be found in Stanford's Peacemaking: A Guide to Conflict Resolution for Individuals, Groups, and Nations; SRSS, Simulating Social Conflict and Patterns of Human Conflict. Senior high school students are more concerned with their own identity, or what they will hold as objects of fidelity (in Erik Erikson's terms). Teachers may therefore want to include materials which contain information on value clarification or descriptions of social movements and of

peace heroes. Nearly all the materials reviewed in this chapter cover some of these subjects.

Since Lawrence Kohlberg's stages of moral and cognitive development are currently very popular among curriculum specialists, social studies departments may want to organize their materials according to those stages. They can be reduced to three levels. The first, concern for personal gain and avoidance of harm, is most straightforwardly handled by Stanford's Peacemaking: A Guide to Conflict Resolution for Individuals, Groups, and Nations; in Patterns of Human Conflict by the Center for War/Peace Studies; and in SRSS' Simulating Social Conflict. The second level, concern for accepted or conventional behavior here and abroad, is the focus of Weitzman & Gross' The Human Experience; McKeown's World Studies Inquiry Series; Ratcliffe's Great Cases of the Supreme Court and Great Issues of the Constitution; and Feldman's The Rights of Women. The third level, concern for higher principles, is dealt with in Stanford's Peacemaking: A Guide to Conflict Resolution for Individuals, Groups, and Nations; the Oliver & Newmann series; Fraenkel & Metcalf, Peacekeeping; Millar's Focusing on Global Poverty and Development; and Naylor's Dissent and Protest.

Other methods might also be explored in designing social studies programs. One approach would consist of providing students with high-interest level materials on one or more topics of the UNESCO Recommendation. Most of the books reviewed in this chapter are interesting, but only the most suitable parts should be selected to initiate the program. Another approach, particularly for younger people, would draw on the biographic material found, for example, in Birch & Allen's Gandhi and in the selections from McKeown's World Studies Inquiry Series. A third approach would attempt to develop a sense of outrage in students concerning problems of peace and justice. Most of the materials reviewed in this chapter include selections that could be used to achieve this goal and to create a desire in students to learn more about a given topic.

It is also possible to organize this material along attitudinal lines. Thus, stereotyping and prejudice are dealt with in Stanford's Peacemaking: A Guide to Conflict Resolution for Individuals, Groups, and Nations; Fersh's Learning about Peoples and Cultures; King's Perception/Misperception: China/USA; and Shaver & Larkins' Analysis of Public Issues Program. Jingoism or excessive chauvinism is treated by Stanford and in the Oliver & Newmann and Fraenkel & Metcalf series, as well as by all of the materials on intercultural understanding: Massialas-Zevin's World Order; Moores' War and War Prevention, Birch & Allen's Gandhi; and Millar's Focusing on Global Poverty and Development. Aggressiveness is discussed in Peacemaking; Patterns of Human Conflict; Simulating Social Conflict; War and War Prevention; and Gandhi.

Many teachers limit their teaching for peace to trying to develop more amicable individuals. These teachers should also consider demonstrating that

socio-economic systems, not just aggressive individuals, can promote certain forms of violence and explore ways to change these defects. Materials that will help with this task can be found in Stanford, the Oliver & Newmann and Fraenkel & Metcalf series as well as in the books by King, Moore, Birch & Allen, and Millar.

V. CONCLUSION

In the field of international education, curricula have been strongly influenced by the trends of the new social studies movement. Our review also suggests that materials have been developed that are both interesting and understandable to a wide variety of students in terms of motivation and reading level. But, as we have seen, only three curricula have been found that integrate the four principal topics of the UNESCO Recommendation. Moreover, the coverage of international human rights issues is very limited, and the material concerning the United Nations and other international organizations is for the most part limited to structures rather than dynamic processes. Another need is for books that present the concept of globalism better than do existing materials.